A inclusão do aluno com TEA na educação escolar: um panorama da produção bibliográfica sobre este fenômeno
Fecha
2023Autor
http://lattes.cnpq.br/8089831873873810
VASCONCELOS, Isabela Silva de
Metadatos
Mostrar el registro completo del ítemResumen
The process of school inclusion for students with disabilities or disorders is a subject
that’s been more frequently discussed over the last few years. Through laws and
public policies, there’s been a considerable increase of this public in regular teaching
schools, especially children diagnosed with Autism Spectrum Disorder (ASD). Thus,
many scholars started researching about the inclusion of these students in the school
environment, considering the variety of actors and perspectives, such as the
educators and their pedagogical practices, school management, the family, among
other topics. Therefore, the general objective of this research is to comprehend how
the authors of studies in the national post-graduate education programs perceive the
inclusion of students with ASD in school education. To this end, the present
investigation consists of bibliographical research, carried out through a systematic
literature review, by descriptive characteristic of a qualitative nature, and a
phenomenological method. As this is a study focusing on Postgraduate programs in
Education, the selected researches were theses and dissertations through the
databases of the Brazilian Digital Library of Theses and Dissertations (BDTD) and
the CAPES Periodicals Portal. The descriptors used for the databases considered
the association of the word “Autism” with the words: “Inclusion”, “Education” and
“School”, and the combination of “Autism Spectrum Disorder” with the words:
“Inclusion”, “Education” and “School”. As for the results obtained, there was 58
works, 7 theses and 51 dissertations, and considering this, an in-depth analysis of
the information contained in the selected research was carried out, such as:
categories, policies, references, authors, and methodological aspects most covered
on this topic. In general, the perceptions that researchers have regarding the
inclusion of students with ASD in schools is that, currently, there are still many
challenges to be overcome, and that despite there being public policies that ensure
quality inclusion for these students, the reality is still very distant, considering that
inclusion isn’t just about inserting an individual into a physical space, but respecting
the child’s uniqueness and peculiarities, understanding that for this inclusion to
actually be effective, everyone's participation is necessary, including the State’s,
teachers, family members, students, etc., aiming to generate autonomy and
humanization for this public. Therefore, it is necessary for everyone to work, develop
and have adequate training, capacitation, financial and human resources to assist
students with ASD and thus enable quality education.